r*v 

,  •  /• 


BULLETIN 

OF  THE 

UNIVERSITY  OF/ TEXAS 

NO.  350 


EXTENSION  SERIES  NO.  56 


AUGUST  1,  1914 


THE  IRISH  POTATO 


BY 
JESSIE  P.  RICH 


Published  by  the  University  six  times  a  month  and  entered  as 

second-class  matter  at  the  postoffice  at 

AUSTIN,  TEXAS 


EXCHANGE 


The  benefits  of  education  and  of 
useful  knowledge,  generally  diffused 
through  a  community,  are  essential 
to  the  preservation  of  a  free  gov- 
ernment. 

Sam  Houston. 

Cultivated  mind  is  the  guardian 
genius  of  democracy.  .  .  .  It  is  the 
only  dictator  that  freemen  acknowl- 
edge and  the  only  security  that  free- 
men desire. 

Mirabeau  B.  Lamar. 


THE  IRISH  POTATO 


The  work  outlined  in  these  bulletins  is  intended  to  give  sug- 
gestions and  some  definite  direction  for  teaching-  children,  both 
girls  and  boys,  in  the  outlying  rural  districts  something  of  the 
nature  of  food  plants,  their  nutritive  value  and  their  proper 
preparation  for  human  consumption.  It  is  also  desired  that  these 
lessons  in  cooking  should  be  connected  with  the  school  lunches 
and  that  the  children  actually  prepare  daily  a  hot  dish  to  supple- 
ment the  cold  food  brought  from  home. 

There  are  various  ways  in  which  this  work  can  be  placed  on 
the  school  program.  The  subject  dealt  with  can  be  divided  into 
smaller  topics,  and  one  of  these  smaller  divisions  developed  each 
day.  Probably  a  better  plan  would  be  to  devote  Friday  after- 
noon to  the  work.  The  subject-matter  can  be  carefully  discussed 
and  followed  by  an  actual  cooking  lesson.  The  following  week 
the  class  should  be  divided  into  groups  and  each  group  serve  for 
a  day  during  the  forenoon.  This  group  will  prepare  and  cook  in 
quantities  large  enough  to  serve  those  contributing  to  the  food 
supplies,  some  special  dish  discussed  or  prepared  -at  the  Friday 
class  suitable  for  the  noon  luncheon.  The  time  spent  in  this  can 
be  arranged  during  the  study  hours  and  the  noon  recess  by  the 
teacher,  so  that  it  will  not  conflict  with  the  regular  school 
program. 

SUPPLIES 

The  food  material  can  be  brought  from  home  by  the  children ; 
some  bringing  flour,  others  bringing  potatoes,  still  others  butter 
and  milk,  etc.  Frequently  pupils,  especially  boys,  will  prefer  to 
contribute  money  instead  of  food.  This  can  be  used  to  purchase 
staple  supplies,  which  are  always  necessary,  i.  e.,  flour,  sugar, 
salt,  pepper,  soap  and  washing  powders  for  cleansing,  etc.  The 
boys  can  contribute  their  share  of  the  labor  by  keeping  up  the 
fires,  carrying  and  emptying  water,  etc.  Every  child  should  be 
encouraged  to  contribute  something  to  these  lunches  so  they  may 
get  the  benefit  of  them. 

Before  introducing  the  work  it  is  always  best  first  to  call  a 


4  Bulletin  of  the  University  of  Texas 

meeting  of  the  mothers,  and  the  fathers,  too,  if  they  will  come. 
Put  the  plan  definitely  before  them ;  impress  upon  them  the  ad- 
vantage of  a  hot,  nutritious  dish  at  the  mid-day  meal,  and  solicit 
their  co-operation  and  support. 

The  equipment  necessary  for  carrying  out  these  cooking  lessons 
is  simple  and  inexpensive.  A  cupboard  and  table  constructed 
from  two  store  boxes  are  sufficient  and  suitable  for  holding 
utensils  and  supplies.  The  heating  stove  of  the  school  can  be 
utilized  as  a  source  of  heat.  The  utensils  necessary  for  carrying 
on  this  work  are  as  follows : 

COOKING   EQUIPMENT    FOR    THE    ONE-ROOM    RURAL    SCHOOL 

Equipment  No.  1 

Used  on  common  heating  stove  for  all  cooking  except  baking. 

1  8-qt.  kettle  with  bail  and  closely  fitting  lid $  .80 

1  3-pt.  double  boiler  (graniteware) 85 

1  1-qt.  tin  coffee  pot 20 

1  No.  8  iron  skillet 35 

1  wire  strainer   15 

1  long-handled  basting  spoon   (iron) 10 

2  long-handled  (graniteware)  dippers 30 

1  long-handled  fork 10 

1  tablespoon    05 

2  teaspoons   05 

1  case  knife  and  fork 10 

1  paring  knife 10 

1  combination  corkscrew  and  can  opener 10 

1  butcher  knife   50 

1  tin   measuring   cup 05 

2  granite  dishpans  (one  for  rinsing) 1.10 

1/2  dozen  quart  Mason  jars 40 

%  dozen  jelly  glasses 15 

1  candy  bucket  for  fireless  cooker 

2  goods  boxes   (shoe  boxes  are  well  suited) 

Total .$5.45 


The  Irish  Potato  5 

COOKING    EQUIPMENT   FOR  THE   ONE-ROOM    RURAL    SCHOOL. 

Equipment  No.  2 

(This  added  to  No.  1  makes  all  cooking  possible.) 

1  2-burner  wick  oil  stove . $  8.50 

1  portable  oven 3.50 

1  bread  board 50 

1  rolling  pin    10 

1  dripping  pan 30 

2  bread  pans 40 

1  cake  pan   ' 20 

1  set  layer  cake 30 

1  earthern-  baking   dish 20 

1  set  muffin   irons 50 

1  Dover  egg  beater 10 

1  flour  sifter .20 

Total $14.80 

The  simplest  equipment  costs  little  more  than  $5.00  and  can 
be  easily  gotten  by  any  school  anxious  to  do  the  work.  The  more 
expensive  equipment  costs  but  $15.00  and  is  to  be  recommended, 
as  it  contains  an  oil  stove  with  two  burners,  so  that  cooking  could 
be  done  on  days  when  it  would  be  too  warm  to  have  a  fire  in  the 
heating  stove.  Then,  too,  it  contains  a  portable  oven  so  that- 
baking;  may  be  included  in  the  cooking  lessons.  This  broadens 
the  scope  of  the  lessons  and  also  permits  of  greater  variety  in 
luncheon  dishes. 

The  dishes  necessary  for  serving  hot  food  at  luncheon  can 
be  brought  from  home,  each  child  bringing  a  cup,  plate,  knife, 
fork,  and  spoon. 

The  lessons  suggested  for  the  first  two  weeks  are  a  study  of 
the  Irish  potato.  The  following  references  are  suitable  sources 
of  material,  both  for  the  children  and  the  teacher  to  work  from : 
Bulletins  No.  35,  Potato  Culture;  No.  256,  Preparation  of  Vege- 
tables for  the  Table ;  No.  386,  Potato  Culture  on  Irrigated  Farms 
of  the  West ;  No.  295,  Potatoes  and  Other  Root  Crops  as  Foods ; 
Minnesota  Farmers'  Library;  Extension  Bulletin  No.  35,  Potato 


6  Bulletin  of  tJie  University  of  Texas 

Diseases;  Virginia  Agricultural  Experiment  Station,  No.  5,  The 
Cultivation  of  Potatoes.  Also  the  following  books  contain  good 
material  for  the  teacher's  use:  Food  and  Dietetics,  Hutchinson ; 
Theory  and  Practice  of  Cookery  (page  228),  Fisher  &  Williams. 

SOME  FACTS   THE   TEACHER   SHOULD  KNOW   ABOUT   THE  POTATO 

The  potato  is  a  starchy  food,  and  besides  starch  contains  much 
water,  a  little  mineral  matter  and  fiber.  The  children  can  easily 
feel  and  see  the  water,  can  see  the  thread-like  walls  and  fibers 
running  through  the  potato,  that  separates  the  starch  as  is  de- 
scribed below.  This  starch  is  a  fine,  glistening  substance  heavier 
than  water.  It  is  the  substance  which  makes  the  potato  a  valu- 
able food,  and  to  cook  this  starch  well  is  to  cook  the  potato  well. 
Starch  should  be  cooked  in  boiling  water,  and  as  the  principal 
food  in  potato  is  starch,  the  potato  also  should  be  cooked  in  boil- 
ing water  and  salt  added  for  seasoning. 

The  actual  composition  of  the  potato  is  as  follows : 

Water    78.3  per  cent. 

Protein    2.2  per  cent. 

Starch 18.1  per  cent. 

Mineral    1.0  per  cent. 

Fiber 4  per  cent. 

This  indicates  that  the  food  value  of  the  vegetable  is  due  to 
the  starch  and  mineral  present.  Starch  is  of  value  to  the  human 
body  in  two  ways :  it  gives  heat  to  keep  up  the  bodily  tempera- 
ture and  furnishes  energy  to  perform  muscular  work.  The 
mineral  is  especially  important  in  building  bone. 

The  digestibility  of  the  potato  depends  largely  on  the  method 
of  its  preparation  and  the  manner  in  which  it  is  eaten.  A  mealy 
potato  is  more  digestible  than  a  nogoy,  waxy  one.  A  potato 
which  enters  the  stomach  in  a  fine  state  of  division  is  more  di- 
gestible than  one  taken  in  large  lumps.  Through  mastication 
these  lumps  are  largely  broken  up  and  the  potato  mixed  with  the 
saliva,  which  aids  in  digestion. 

Potatoes  must  by  no  means  constitute  the  sole  or  even   the 


The  Irish  Potato  1 

staple  diet  of  man.  They  contain  too  little  of  muscle-building 
food  to  be  used  alone.  It  would  take  about  22  pounds  of  potato 
a  day  to  yield  enough  of  its  muscle-building  food,  and  that 
amount  would  furnish  four  times  as  much  starch  as  a  system  can 
economically  use. 

The  following  is  a  suggestive  plan  for  developing  and  relating 
this  kind  of  work : 

Teacher's  aim: 

1.  To  teach  the  child  the  best  method  of  cooking  starch. 

2.  To  give  the  child  a  knowledge  of  the  nutritive  value  of  the 
potato  and  the  best  method  of  obtaining  it. 

3.  To  correlate  the  work  with  other  subjects  of  the  school 
curriculum  with  the  end  in  view  of  placing  home  industries  in 
the  child's  mind  on  the  same  ^educational  basis  as  the  other  sub- 
jects in  the  curriculum. 

Suggestions  for  correlation: 

1.  Geography. 

a.  A  map  showing  the  potato  producing  centers  of 

the  world. 

b.  A  discussion  of  soil   and  climate  adapted  to  the 

growth  of  the  potato. 

c.  The  importance  of  the  potato  as  a  domestic  agri- 

cultural product. 

2.  Nature  study  and  gardening. 

a.  Study    of   the    methods    and    germination    of   the 

potato. 

b.  Study  of  the  methods  of  cultivation  and  harvest- 

ing of  the  potato. 

c.  Study  of  the  insects  affecting  the  growth  and  de- 

development  of  the  potato  and  how  they  may  be 
destroyed. 

3.  English. 

a.  The  keeping  of  note-books  by  the  pupils  in  which 

all  subject-matter  can  be  recorded  and  corrected. 

b.  Stories  connected  with  the  discovery  of  the  potato, 

early  use  of  the  potato,  etc. 

4.  Spelling. 

a.  Give  new  words  connected  with  the  development 

of  the  lesson. 

b.  Definition  of  new  words  and  the  use  of  same. 


8  Bulletin  of  the  University  of  Texas 

5.    Construction  work. 

a.  Suitable   wooden    crates   or   bins    for   storing   the 

potato  for  winter  use. 

b.  Woven  holders  for  handling  hot  pots  and  kettles 

during  the  cooking. 

c.  Hemming  of  dish  towels  for  use  in  dish  washing. 
The  following  suggest  the  method  of  the  lesson  on  the  potato 

with  the  children : 

THE  IRISH  POTATO 

What  is  it?  How  grown?  How  dug?  What  do  you  see  on 
examining  it  ?  Cut  and  look  inside ;  feel  it.  Look  at  it  through 
a  hand  lens.  Do  you  see  any  fibers?  Do  you  see  a  heavy  rim 
near  the  outside  skin?  What  is  it?  What  influence  would  this 
have  on  the  way  you  peel  the  potato  (the  mineral  salts  of  the 
potato  are  located  near  the  outer  skin)  ?  Grate  a  potato  into  a 
cheesecloth,  gather  up  the  cloth,  make  a  bag  and  squeeze  it.  Wash 
with  the  fingers  carefully  in  a  pan  of  cold  water,  being  very  care- 
ful not  to  break  an  opening  in  the  bag.  Allow  the  water  to  stand 
some  minutes,  pour  it  off  carefully.  What  is  in  the  bottom? 
Examine  carefully.  Mix  a  part  of  it  with  a  little  cold  water  and 
boil.  What  happens  ?  This  starch  is  the  substance  which  makes 
the  potato  a  good  food.  Remove  the  fibers  from  the  cloth  and 
dry  in  a  little  paste  board  box  on  the  back  of  the  stove  or  in  the 
sunshine.  Examine. 

Do  we  eat  potatoes  raw  ?  Why  not  ?  How  shall  we  cook  them  ? 
What  substance  have  we  heret  to  cook  (starch  and  fiber,  but  starch 
is  the  important  one)  ?  Try  the  effect  of  cold  water  on  a  little 
starch.  Try  hot  water;  boiling  water.  What  happens  in  each 
case?  Review  these  experiments  carefully  and  see  if  they  sug- 
gest to  your  mind  the  best  method  of  cooking  a  potato.  (Cook 
the  potatoes  if  possible  in  the  school  room  and  utilize  for  school 
luncheon.) 

The  following  recipes  are  suggested  for  suitable  potato  dishes 
for  the  children  to  prepare: 

BOILED  POTATOES 

First  select  potatoes  of  uniform  size.  Wash,  pare  off  the  thin- 
nest possible  layer  of  skin  and  drop  at  once  into  cold  water  to 


The  Irish  Potato  9 

prevent  them  from  becoming  black.  (If  the  potato  is  old  and 
somewhat  shrunken,  soak  for  several  hours  before  cooking.) 
Cook  the  potato  in  salted  boiling  water  until  soft,  which  is  easily 
determined  by  piercing  with  a  fork.  (For  a  dozen  potatoes  allow 
one  table  spoon  of  salt  and  boiling  water  enough  to  cover.)  When 
the  potatoes  are  done,  drain  immediately,  sprinkle  with  a  little 
added  salt  and  let  stand  uncovered  in  a  hot  place  until  serving- 
time.  If  potatoes  are  boiled  with  their  jackets  on  (this  is  an  ex- 
cellent method,  as  no  mineral  matter  or  protein  is  lost  from  the 
potato),  first  scrub  them  and  then  with  a  sharp  knife  cut  a  nar- 
row band  of  skin  from  the  center.  This  aids  in  removing  the 
skin  before  the  potato  is  eaten. 

BAKED  POTATOES 

Select  smooth,  medium  sized  potatoes.  Scrub  with  a  small 
vegetable  brush  and  bake  in  a  hot  oven  for  about  forty  minutes 
or  until  soft.  Remove  from  the  oven,  break  the  skin  slightly  in 
order  that  the  steam  can  escape  and  serve  as  quickly  as  possible. 
(Properly  baked  potatoes  are  more  easily  digested  than  potatoes 
cooked  any  other  way.  They  are,  however,  better  cooked  in  boil- 
ing water  than  baked  in  a  slow  oven. ) 

If  there  is  no  oven  in  the  school  room  equipment  the  potato 
may  be  baked  in  an  outdoor  fire.  For  this  purpose  a  pit  is  dug 
and  a  fire  built  in  the  pit.  When  the  fire  has  burned  well  down, 
bury  the  potatoes  in  the  ashes  and  allow  them  to  bake  for  about 
forty-five  minutes.  They  bake  with  less  danger  of  burning  if. 
wrapped  in  damp  clay  or  wet  paper  before  being  put  into  the  fire. 

RICED   POTATOES 

Force  the  hot  boiled  potatoes  through  a  potato  ricer  or  coarse 
strainer  direct  into  a  hot  vegetable  dish. 

MASHED  POTATOES 

To  five  potatoes  which  have  been  broken  with  a  potato  masher 
or  put  through  the  ricer,  add  one  tablespoon  of  butter,  one  tea- 
spoon of  salt,  and  one-half  cup  of  hot  milk.  Beat  this  with  a  fork 
until  creamy  and  pile  lightly  in  a  vegetable  dish.  Serve  at  once. 


10  Bulletin  of  the  University  of  Texas 

SCALLOPED  POTATOES 

Wash,  pare,  and  slice  potatoes  into  cold  water.  In  a  buttered 
dish,  place  a  layer  of  these  potatoes,  sprinkle  with  salt  and  a  little 
flour,  dot  over  with  one-half  tablespoon  of  butter.  Repeat  this 
until  the  baking  dish  is  nearly  filled,  then  add  hot  milk  until  it 
may  be  seen  through  the  top  layer.  Bake  one  and  a  quarter  hours 
in  a  moderate  oven  or  place  back  of  the  stove  and  cook  slowly. 
The  milk  should  not  boil.  A  little  grated  cheese  may  be  sprinkled 
over  each  layer  if  desired. 

CREAMED  POTATOES 

For  creamed  potatoes,  freshly  cooked  potatoes  may  be  used  or 
cold  boiled  potatoes.  In  each  case  the  potatoes  are  cut  into  small 
cubes  and  served  with  a  cream  sauce.  The  cream  sauce  is  made 
as  follows :  2  tablespoons  of  butter,  2  tablespoons  of  flour,  1  cup 
of  heated  milk,  y2  teaspoon  of  salt.  Melt  butter,  add  flour  and 
cook  for  two  minutes.  (Be  careful  that  the  butter  does  not  brown 
or  burn.)  Add  the  heated  milk  and  boil  two  minutes,  stirring 
constantly.  Add  salt  and  reheat  the  potatoes  in  the  cream  sauce. 
Serve  in  a  heated  vegetable  dish. 

WALDORF  POTATOES 

Cut  cold  boiled  potatoes  into  cubes  and  mix  one  cup  of  potatoes 
and  one-half  cup  of  cream  sauce,  having  previously  added  .four 
tablespoons  of  grated  cheese.  Pour  over  potatoes  and  heat  slowly 
without  boiling. 

POTATO    SOUP 

Three  potatoes,  1  quart  of  milk,  2  slices  of  onion,  3  tablespoons 
of  butter,  2  tablespoons  of  flour,  1%  teaspoon  of  salt.  Cook  po- 
tatoes in  boiling  water,  to  which  the  salt  has  been  added.  When 
soft,  rice,  mash,  or  run  through  a  strainer.  Scald  the  milk  with 
onion,  remove  onion,  add  milk  slowly  to  potatoes.  Melt  the  but- 
ter, add  the  flour  until  well  mixed,  and  stir  into  the  boiling  soup. 
Cook  1  minute  and  serve. 

The  following  material  may  be  used  as  reading  material  in 
this  connection: 


The  Irish  Potato  11 

THE  IRISH  POTATO 

The  first  home  of  the  potato  was  in  South  America.  There  it 
was  found  wild.  Sometimes  we  call  it  the  white  potato,  that  we 
may  know  it  from  the  sweet  potato.  Often  it  is  called  the  Irish 
potato.  Do  you  know  why  ?  It  is  because  the  people  of  Ireland 
use  so  many  potatoes.  It  was  carried  to  Ireland  from  our  own 
country  over  three  hundred  years  ago.  It  is  now  the  principal 
food  among  the  peasants. 

We  found  that  potatoes  contain  a  great  deal  of  starch.  Much  of 
the  starch  we  use  comes  from  potatoes.  This  useful,  homely, 
every-day  vegetable  is  found  in  almost  every  country.  It  has  been 
used  in  France  for  a  long  time. 

Shall  I  tell  you  about  what  happened  to  the  first  potatoes  eaten 
in  France?  Well,  a  long,  long  time  ago  the  Spaniards  came  to 
South  America.  They  noticed  that  the  people  ate,  and  almost 
lived  upon,  what  they  thought  was  the  large  root  of  a  vegetable 
•called  "battata."  Battata  means  "papa"  in  their  language. 
The  Spaniards  sent  some  of  the  battata  to  their  friends  in  Spain, 
and  these  friends  sent  them  to  Italy,  another  country  near 
France.  Finally  some  were 'sent  to  Belgium,  to  the  mayor  of 
Nons,  which  is  almost  in  France. 

The  mayor  liked  the  king  of  France  very  much  and  wanted  to 
send  him  a  rare  gift.  So  what  did  he  do  but  send  him  a  whole 
sack  of  potatoes. 

Henry  II,  king  of  France,  invited  the  great  lords  and  noble- 
men of  his  court  to  a  feast.  The  potato  was  to  be  the  important 
dish.  When  the  potato  appeared,  the  guests  became  very  much 
excited.  The  king  was  the  first  to  be  served.  He  tasted  it  once, 
twice ;  then  passed  it  on  in  perfect  silence.  The  lords  and  noble- 
men did  as  he  had  done.  What  was  the  cause  of  the  silence? 
The  cook  had  not  boiled  them  before  serving  them  with  a  delicious 
mayonnaise  dressing.  After  the  feast,  the  king  had  every  potato 
thrown  out  of  the  city  of  Paris. 

About  two  weeks  later  some  soldiers  were  camping  near  the 
fortifications  of  the  city.  While  sitting  around  the  campfire,  it 
seemed  to  them. as  if  a  most  appetizing  odor  came  from  the  glow- 
ing ashes  of  the  fire.  They  began  to  examine  the  ashes  in  order 
that  they  might  find  the  cause  of  this  tempting  smell.  What  a 


12  Bulletin  of  the  University  of  Texas 

feast  they  had  when  at  the  end  of  the  stick  appeared  one  of  the 
potatoes  sent  to  the  king  of  France.  The  soldiers  ate  them  with- 
out the  least  fear,  and  they  ate  every  one  of  them. 

The  news  of  this  lucky  find  reached  the  ears  of  the  king,  so  he 
sent  for  more  potatoes  and  gave  another  feast. 

The  potato  was  served  again,  but  was  cooked  this  time,  and 
the  most  particular  guest  could  not  find  one  word  to  say  against  it. 

ANOTHER    POTATO    STORY 

There  are  many  stories  told  of  what  the  potato  has  done  for 
our  own  country. 

Over  a  hundred  years  ago,  our  country  was  fighting  against 
England.  The  American  people  wanted  a  government  of  their 
own,  so  that  they  could  rule  themselves.  This  was  was  the  Revo- 
lutionary War. 

General  Francis  Marion  was  one  of  the  bravest  fighters  on  the 
American  side.  He  and  his  soldiers  lived  in  the  thick  forests  of 
South  Carolina. 

One  day  the  English  general  sent  a  young  soldier  into  the  woods 
to  find  General  Marion  and  his  army.  Just  at  dark,  when  he 
thought  he  was  lost  he  saw  the  campfires  of  the  Americans 
gleaming  through  the  trees.  Riding  up  close  to  the  fire  where  the 
soldiers  could  see  him,  he  waved  his  white  handkerchief.  Seeing 
the  white  handkerchief,  the  soldiers  knew  that  he  was  a  messenger 
and  did  not  shoot  him.  They  directed  him  to  the  tent  of  General 
Marion.  Here  the  Englishman  found  him  seated  on  a  log  in  the 
tent  made  of  pine  boughs.  Leaping  down  from  his  horse,  he 
said :  '  *  General  Marion,  I  have  a  message  for  you  from  my  gen- 
eral." Marion  said:  "I  will  hear  your  message  after  we  have 
eaten. ' ' 

Presently,  several  of  the  officers  came  into  the  tent  and  sat 
down  on  the  logs.  The  Englishman  looked  all  around  for  the 
table,  but  could  find  no  sign  of  it.  Soon  a  soldier  came  into  the 
tent  and  said:  "General  Marion,  supper  is  ready."  He  passed 
the  plates.  What  do  you  think  the  plates  were  that  the  soldiers 
brought  into  camp?  They  were  huge  chips  cut  from  a  large  tree 
near  the  campfire.  The  English  soldier  thought:  "These  are 
very  funny  plates.  I  wonder  what  the  food  will  be."  Another 


The  Irish  Potato  13 

soldier  came  in  with  some  smoking-hot  potatoes,  just  taken  from 
the  ashes  of  the  campfire.  The  poor  Englishman  had  been  riding 
all  day  and  was  very  hungry.  How  he  did  enjoy  those  baked  po- 
tatoes. Again  and  again  the  soldier  brought  into  the  tent  the  hot 
potatoes,  and  the  Englishman  thought  he  had  never  eaten  half 
so  nice  a  meal. 

When  supper  was  over,  the  plates  were  placed  in  the  fire  instead 
of  in  a  dishpan.  While  they  sat  watching  the  plates  burn  in  the 
glowing  fire,  General  Marion  said  to  the  Englishman :  ' '  You  now 
see  what  we  Americans  have  to  eat  here  in  the  woods.  But  just 
as  long  as  we  have  potatoes,  so  long  will  we  continue  to  fight  for 
our  country. ' '  The  Englishman  then  knew  that  money  could  not 
buy  General  Marion  and  his  brave  men.  H»e  was  ashamed  to  tell 
General  Marion  that  he  had  come  out  into  the  woods  to  get  him 
to  desert  his  country.  He  said:  "General  Marion,  you  are  a 
brave  man,  and  we  can  never  conquer  you  as  long  as  you  and 
your  soldiers  have  the  potato  for  your  friend.  I  shall  return  in 
the  morning  and  tell  my  general  that  the  potato  is  stronger  than 
his  gold." 

In  the  morning  the  English  soldier  again  ate  baked  potatoes, 
without  salt  or  butter,  on  a  wooden  plate.  He  went  back  to  his 
own  country  and  never  fought  against  America  again. 

General  Marion,  however,  by  the  aid  of  the  potato,  continued 
to  live  in  the  dark,  swampy  forests  of  South  Carolina.  He  fought 
so  bravely  that  at  last  all  the  English  were  driven  from  the 
country. 


DEPARTMENT  OF  EXTENSION 

Edwin  Du  Bois  Shurter,  Ph.  B.,  Acting  Director  of  the  Depart- 
ment. 
Sam  C.  Polk,  Secretary  of  the  Department. 


Division  of  Correspondence  Instruction: 

Leonidas  Warren  Payne,  Jr.,  Ph.  D.,  Head  of  the  Division. 
W.  Ethel  Barren,  Registrar  of  the  Division. 


Division  of  Child  Welfare : 

Alex-ander  Caswell  Ellis,  Ph.  D.,  Head  of  the  Division. 


Division  of  Home  Welfare: 

Mary  E.  Gearing,  Head  of  the  Division. 
Gertrude  Louise  Blodgett,  B.  S.,  Lecturer. 
Franc  B.  Hancock,  M.  A.,  Lecturer. 
Minerva  Lawrence,  B.   S.,  Lecturer. 


Division  of  Public  Discussion : 

Edwin  Du  Bois  Shurter,  Ph.  B.,  Head  of  the  Division. 
Morgan  Vining,  A.  B.,  LL.  B.,  Assistant  Director  of  the 

Interscholastic  League. 
Edwin  Sue  Goree,  Extension  Librarian. 


Division  of  Public  Lectures  and  Publicity : 

John  Avery  Lomax,  M.  A.,  Head  of  the  Division. 


Division  of  Public  School  Improvement : 

Raymond  George  Bressler,  M.  A.,  Head  of  the  Division. 
Edward  Everett  Davis,  B.  A.,  Lecturer. 
Amanda  Stoltzfus,  L.  L,  Lecturer. 
Newman  Leander  Hoopingarner,  M.  A.,  Manager  of 
Exhibits. 


Division  of  Public  Welfare : 

George  Simon  Wehrwein,  B.  S.,  Head  of  the  Division. 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


Q*nr'65SW 

tfF'  "P  !  P 

M*\/1  7  'fiq-8  PM 

nflf  1  '  t)0  4 

General  Library 
LD  2lA-60m-3,'65                            University  of  California 
(F2336slO)476B                                          Berkeley 

THE  UNIVERSITY  OF  CALIFORNIA  LIBRARY 


